Classroom research as teacher-researcher

In the field of education, research projects that involve both the researcher and teacher being the same person are common today, as attested by the significant number of teacher-researcher studies. One issue confronting the dual role of teacher-researcher is the nature of interaction between the underlying goals that come with each of these roles. There are some researchers who express concern that the combination of these goals within the teacher-researcher may compromise either or both of the work of teaching and research in an unproductive way. This paper is an account of my adventure in attempting to fulfil both teaching and research goals in my work as teacher-researcher in a year 7 (Secondary One) geometry class in Singapore. My experience is then re-interpreted in the context of the ongoing conflicting-versus-complementary talk on the interaction between teacher/researcher ‘selves’. A model is proposed to account for the seemingly opposite sides of the camp as reported in the literature on this issue.

Mental health diversion courts : some directions for further development

Recent years have seen a growth in the number of specialist courts operating in Australia, including those which aim to address the needs of mentally disordered offenders. This article describes some of the key characteristics of mental health courts, using case studies from the most established court in Australia, the South Australian Magistrates Court Diversion Program (MCDP). This is followed by a consideration of some factors that may affect the future development of this type of program. It is concluded that there is a need to pay careful attention to issues of risk assessment and risk management if the dual goals of improving both the health of individual and the safety of the community are to be realised.

Changing teaching practice using a school improvement cycle

This paper discusses the actions, strategies and responses of teachers during their involvement with a short cycle school improvement model in four schools. The school improvement cycles are designed to build the leadership of principals to support teachers at an individual level through a web of decision making and practices. In these cycles, teachers are both more supported and more accountable for implementing changed classroom practices in order to bring about improved student outcomes. T he school improvement model follows a pattern of decision making and negotiation across and between layers of leadership within the network and the school, but for improvement to occur at the level of the student, the teacher’s pedagogical practices need to be r(e)negotiated to ensure that teaching practice meet the needs of the students.
However, evaluating teacher practice is risky business. Teachers can say, and believe, that their practices are providing the best for their students, but this is an area of uncertainty. Using a number of strategies including observation of teacher meetings, teacher interviews and video capture, the research will investigate the issue of how directives for change are translated into classroom practice. The observation of meetings of teachers will provide an indication of the type of change required and the proposed strategies. Video-capture, which is followed by teacher interviews, will provide further information about changing teaching practice.
With teacher permission, students in the research will also view the video snippets to indicate what particular pedagogy was instrumental in their learning, providing substantial feedback to the teacher on what works best for that cohort of students at that time. Teachers will be provided with the opportunity to reflect on and learn from their practice, using video-capture as a self-reflective tool. Teachers can employ video capture as a strategy to assess their management of students, their pedagogical approaches, teaching strategies and student responses and is an emerging area of research of interest to teachers and teacher educators (e.g. Seidel, Sturmer, Blomberg, Kobarg, Schwindt, 2011). The paper will provide examples of changed teacher practice through vignettes of a number of schools, teachers and classrooms and will explore the methodological reflexivity associated with this dual role of the research: to evaluate, and to support improvement.

Joint learning and dictionary construction for pattern recognition

We propose a joint representation and classification framework that achieves the dual goal of finding the most discriminative sparse overcomplete encoding and optimal classifier parameters. Formulating an optimization problem that combines the objective function of the classification with the representation error of both labeled and unlabeled data, constrained by sparsity, we propose an algorithm that alternates between solving for subsets of parameters, whilst preserving the sparsity. The method is then evaluated over two important classification problems in computer vision: object categorization of natural images using the Caltech 101 database and face recognition using the Extended Yale B face database. The results show that the proposed method is competitive against other recently proposed sparse overcomplete counterparts and considerably outperforms many recently proposed face recognition techniques when the number training samples is small.

Supervised subspace learning with multi-class Lagrangian SVM on the Grassmann manifold

Learning robust subspaces to maximize class discrimination is challenging, and most current works consider a weak connection between dimensionality reduction and classifier design. We propose an alternate framework wherein these two steps are combined in a joint formulation to exploit the direct connection between dimensionality reduction and classification. Specifically, we learn an optimal subspace on the Grassmann manifold jointly minimizing the classification error of an SVM classifier. We minimize the regularized empirical risk over both the hypothesis space of functions that underlies this new generalized multi-class Lagrangian SVM and the Grassmann manifold such that a linear projection is to be found. We propose an iterative algorithm to meet the dual goal of optimizing both the classifier and projection. Extensive numerical studies on challenging datasets show robust performance of the proposed scheme over other alternatives in contexts wherein limited training data is used, verifying the advantage of the joint formulation.

Rural realities: digital communication challenges for rural Australian local governments

Purpose – This article explores challenges for rural Australian local governments during the transition to high-speed broadband infrastructure. Despite the National Broadband Network’s promised ubiquitous connectivity, significant access discrepancies remain between rural and urban areas.Methodology – Empirical findings are drawn from a full-day workshop on digital connectivity, which included participants from seven rural local governments in New South Wales, Australia. Thematic analysis of the workshop transcript was undertaken in order to extrapolate recurring nuances of rural digital exclusion. Findings – Rural communities face inequitable prospects for digital inclusion, and authorities confront dual issues of accommodating connected and unconnected citizens. Many areas have no or poor broadband access, and different digital engagement expectations are held by citizens and local governments. Citizens seek interactive opportunities, but rural authorities often lack the necessary resources to offer advanced participatory practices. Research limitations/implications – While this research draws from a small sample of government officials, their insights are nonetheless heuristically valuable in identifying connectivity issues faced in rural Australia. These issues can guide further research into other regions as well as civic experiences of digital inclusion. Practical/social implications – There is a need to reconceive Australia’s current policy approach to broadband. Greater rural digital inclusion may be achieved by focusing on connectivity as a public interest goal, targeting infrastructure developments to suit local contexts, and implementing participatory digital government practices. Originality/value – The actions suggested would help ensure equity of digital inclusion across Australian municipal areas. Without such changes, there is a risk of rural citizens facing further marginalisation through digital exclusion.

Students’ academic, intercultural and personal development in globalised education mobility

A growing number of students around the world are engaged in cross-border study mobility. Their academic, intercultural and personal development is a major concern and responsibility of not only the students themselves and their families but also the host institutions and other actors involved in the education of this cohort. This chapter addresses the pressing need to capitalise on international students’ dual strengths of diverse knowledge and transformative capacity as a meaningful and valuable approach to optimising their personal, intercultural and academic development. It also argues that international students’ learning should be conceptualised from a critical approach that considers how these diverse and intangible dimensions of the mobility landscape affect their learning experience rather than merely locating their learning in cultural, institutional or individual parameters.

Australians living with and managing hepatitis C

This paper discusses the psychosocial impact of being diagnosed with hepatitis C virus (HCV). The paper clarifies some of the key misconceptions about the virus, especially the impact HCV has on people who have been recently diagnosed. An individual's reaction to the HCV diagnosis and the subsequent lifestyle challenges to maintain health, well-being, family, and social networks are discussed, particularly the issues surrounding mental health in respect to a recent chronic illness diagnosis and how to manage the trajectory of the illness in the community and individually. HCV disclosure and its effect on intimacy are also detailed.

For people living with both a diagnosed mental illness and HCV, managing the illness can be complicated. Not only are these individuals concerned about their mental illness, its treatment, and the social stigma and discrimination associated with it, they also may be alarmed over their future physical health. The paper is preliminary to research using the psychotherapeutic approach of Cognitive Behavioural Therapy (CBT) in groups of persons with a dual diagnosis of mental illness and HCV.

The ones that turn up are the ones that are responsible : key stakeholders perspectives on liquor accords

INTRODUCTION AND AIMS: Liquor accords were introduced as an intervention to reduce alcohol-related harm in and around licensed venues. There have been very few evaluations of the accords, made all the more difficult given the multitude of measures that are often implemented under their banner. This study provides perspectives on the effectiveness of the liquor accords from key stakeholders who were involved in the strategy. DESIGN AND METHODS: In-depth interviews were conducted with 97 key stakeholders as part of a larger study, of which 46 spoke about the effectiveness of liquor accords. Responses were analysed using thematic analysis. RESULTS: Stakeholders reported the greatest benefit of liquor accords to be their ability to improve communication. Many stakeholders recognised the need for mandatory attendance and discussed whether the accords are a waste of time of resources. Stakeholders did not generally view liquor accords as effective means of reducing alcohol-related harm. DISCUSSION: There was a lack of positive feedback about liquor accords provided by stakeholders, indicating a clear need to better understand the role of liquor accords, and what they aim to achieve. Responsive regulation theory suggests that the dual roles of communication and intervention are confused, leading to some of the inherent problems with accords. CONCLUSIONS: The role and aims of liquor accords need to be clearly defined. The findings suggest that separating the communication and regulatory functions from accords will lead to a clearer role for accords, and interventions and regulation might be better placed in the hands of regulators and enforcement. [Curtis A, Miller P, Droste N, McFarlane E, Martino F, Palmer D. 'The ones that turn up are the ones that are responsible': Key stakeholders perspectives on liquor accords.

To boldly go where no one has gone before: symbolic annihilation and queer interventions in the Star Trek universe

Despite queer readings and interpretations by scholars and fans alike, the official Star Trek universe is devoid of any concrete or obvious representation of LGBTIQ identities. While this appears to be a case of symbolic annihilation, two recent episodes of the Internet series Star Trek New Voyages: Phase II (2004–, webseries), titled ‘Blood and Fire: Part One’ and ‘Blood and Fire: Part Two’, finally go where official Star Trek texts could, or would, not. Taking up the dual perspective of both fan and scholar, in this article I argue that these episodes use the conspicuous absence of representations of sexual diversity in the Star Trek franchise proper as the impetus for a creative intervention, one that embodies the capacity of science fiction texts to explore human sexuality beyond the confines of heteronormative identities.